XplanaZine

Once all the initial theory and design issues are put to the side, then comes the moment of truth — how does the subject matter expert actually put her/his material online in the most effective manner possible? The answer to that question, in part is determined by by variables such as individual teaching style, subject matter, and course design. In an attempt to deal with this important step, this article presents a guide/worksheet for subject matter experts to follow when putting their content online.

A Template Approach - A Worksheet for Course Development
Step-By-Step Instructions

1. Divide your course into five units + final project. For each unit, please complete the following:
a. What is your Unit Topic?
b. What are your Unit Objectives?
c. How would you like your students to become enthusiastic about the topic?
d. List Learning Outcome for this Unit
e. Why is this topic relevant, meaningful, and exciting in today’s world? Why does it relate to the world at large?
f. “Mastery Items and Learning Outcomes” — a bullet list of 10 items or concepts that the student should understand and be able to manage upon completion of this unit.
g. Online Lecture: 2 - 5 page discussion by subject matter expert on the unit topic; a specialized discussion, which includes material not found in the books or online readings;
h. Graphics (at least two for each unit) to be included on the website; graphics should be relevant, either directly as subject matter material, or which contributes to the general tone of the website (can be done by the Instructional Technologist);
i. Links to websites that could be useful, or contain required reading, and a two-sentence summary for each link (can be done by Instructional Technologist, with review by subject matter expert);
j. Review or Guiding questions (at least 5) for personal journal or unit review;
k. Required Readings list;
l. Practice or sample tests, review questions, “skill and drill” materials, if appropriate;
m. Unit testing and assessment procedures.

2. Subject matter expert (the person who contributes the material to develop the course) should have a “All About Me” page which includes the following:
a. Photograph in jpeg or gif format;
b. One-paragraph executive summary of academic and professional interests;
c. List of degrees, courses taught, abbreviated list of articles and books published;
d. Brief 10-second mpeg (or streaming media) of him or her saying “hello” (optional);
e. Brief audio clip (30 second maximum) of greetings, clickable under photo.

3. Resource Page
a. Links to useful online resources;
b. Clickable graphics to links that provide useful information;
c. Bibliography of texts which could be useful in this course (can be checked out from the library, etc.)
d. Sample of “successful” or “A” level student work;
e. Ethical guidelines (plagiarism, respect for diversity, e-mail guidelines, privacy issues, etc.)

4. Final Project
a. Subject Matter Expert statement about how this final project brings together all that has been learned so far in the course;
b. Subject Matter Expert statement about how the student should use the final project as a mental exercise to connect the subject matter and course content to aspects of the student’s life, including career, academics, personal.
c. List of potential topics for the final project;
d. Link to style guide showing the ideal format for the Works Cited section, either MLA, Chicago, AP, or other;
e. Examples of abstracts;
f. Sample of student’s preliminary prospectus, but where the student can talk about his or her ideas;
g. Tips for getting started
- free-write techniques
- outline methods
- focused research methods
- strategies for expanding the “vision statement”

5. Help Desk
a. e-mail to contact person;
b. links to home page of college; links to library resources.

6. Discussion Board
a. participation required (frequency, length of postings)
b. live (synchronous) chat available but not required, due to time differences and access issues

7. Required Work - a sample (can be different, depending on the learning objectives)
a. Journal (1,000) for each unit; or, Tutorial Problems to solve;
b. Research - either annotated bibliography on online sources, or library resources;
c. Discussion Board participation
d. Sample Test (optional)
e. Actual Test (with procedures described clearly)
8. Evaluations (online)
a. Student
b. Faculty

Think About It! Questions for Consideration, Review, or Journals
–How does the “template approach” help you think of learning outcomes and effective approaches rather than focusing strictly on materials?
–When do you think it is most critical to focus on the learner rather than course content? Which questions are most helpful in the template? Which are least helpful?
– Can you design your own template, based on the needs of your university & unique group of students?